A questionnaire and interview survey of the coordinators of seven Texas institutions investigated the organizational structure and curricular focus of university intensive English language programs. The institutions included Dallas Baptist University, North Texas State University, Texas A&M University, Texas Wesleyan University, the University of Houston, the University of Mary Hardin-Baylor, the University of South Carolina, and the University of Texas at Arlington. Information from the University of South Carolina was also included. The results are presented in narrative form and include information on the following aspects of program design: governance; objectives; administration and staff; teacher qualifications; membership in professional organizations; teacher orientation; professional development; faculty meetings; teacher evaluation; program evaluation; foreign student populations; male-to-female student ratios; attendance patterns; use of student quotas; difficulties with particular national groups; recruiting; admission requirements; hospitality and orientation; placement and progress testing; program structure; tuition; class size; evening classes and activities; academic credit; electives; special skills courses; English as a Second Language for special purposes; tutoring; language laboratory; scheduling; sociolinguistic, strategic, and discourse competence; availability of resource materials; alumni followup; perceived ideal supportive role of the program; program strengths; and areas for future development. Survey data and questionnaire are appended. (MSE)